Object Processing in Visual Perception and Action in Children and Adults

Autor/inn/en	Schum, Nina; Franz, Volker H.; Jovanovic, Bianca; Schwarzer, Gudrun
Titel	Object Processing in Visual Perception and Action in Children and Adults
Quelle	In: Journal of Experimental Child Psychology, 112 (2012) 2, S.161-177 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2012.02.008
Schlagwörter	Evidence; Handicrafts; Visual Perception; Interaction; Creative Development; Educational Research; Adults; Children; Task Analysis; Classification; Cognitive Processes; Comparative Analysis; Child Psychology; Experiments; Object Permanence; Age Differences + Suchen Sie Ihr Suchwort? Evidenz; Handwerk; Visuelle Wahrnehmung; Interaktion; Bildungsforschung; Pädagogische Forschung; Child; Kind; Kinder; Aufgabenanalyse; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Kinderpsychologie; Erprobung; Objektpermanenz; Age; Difference; Age difference; Altersunterschied
Abstract	We investigated whether 6- and 7-year-olds and 9- and 10-year-olds, as well as adults, process object dimensions independent of or in interaction with one another in a perception and action task by adapting Ganel and Goodale's method for testing adults ("Nature", 2003, Vol. 426, pp. 664-667). In addition, we aimed to confirm Ganel and Goodale's results in adults to reliably compare their processing strategies with those of children. Specifically, we tested the abilities of children and adults to perceptually classify (perception task) or grasp (action task) the width of a rectangular object while ignoring its length. We found that adults process object dimensions in interaction with one another in visual perception but independent of each other in action, thereby replicating Ganel and Goodale's results. Children processed object dimensions interactively in visual perception, and there was also some evidence for interactive processing in action. Possible reasons for these differences in object processing between children and adults are discussed. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10